Creating Meaning through Multimodality: Multiliteracies Assessment and Photo Projects for Online Portfolios.

Autor/inn/en	Schmerbeck, Nicola; Lucht, Felecia
Titel	Creating Meaning through Multimodality: Multiliteracies Assessment and Photo Projects for Online Portfolios.
Quelle	In: Die Unterrichtspraxis - teaching German, 50 (2017) 1, S. 32-44 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 2
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12020
Schlagwörter	Digitale Medien; Methodik; Deutsch als Fremdsprache; Bewertung; Portfolio
Abstract	Actively engaged in online media, learners today are surrounded by texts overtly and covertly transmitted by visual images, sound effects, and voices as well as the written word. Language learning portfolios can engage students in the literacy-oriented learning processes of interpretation, collaboration, and problem solving as outlined by Kern (2000) to understand how meaning is created through a variety of different modes of communication. Based on the multiliteracies approach, this article demonstrates how photo projects can be incorporated in portfolios to assess learners' development as multimodal language users. To this end, the article first reviews the multiliteracies approach including Kern's (2000) seven principles of literacies. It then proceeds to examine the advantages of using photo projects in foreign language classes, before it discusses assessment based on the multiliteracies framework as suggested by Paesani, Allen, and Dupuy (2016). A sample portfolio project featuring evaluation criteria and organizational procedures demonstrates how a pedagogy of multiliteracies can be used to assess the literacy and cultural understanding of intermediate learners of German. Finally, the article concludes with a summary of the benefits of portfolio assessment based on the multiliterarcies approach. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2